Specs for RFI Universal Reading Screener.docx

Georgia Request for Information Universal Reading Screeners - Grades K-3

The Sandra Dunagan Deal Center for Early Language and Literacy (Deal Center) is issuing this Request for Information (RFI) to identify universal reading screeners as referenced in the School Supplies for Teachers Program Bill (GA SB 464) and the Georgia Early Literacy Act (HB 538). SB 464 requires the Georgia State Board of Education to approve a list of no more than five universal reading screeners, one of which shall be a free universal reading screener, for use by August 1, 2025

Universal reading screeners must meet these requirements at a minimum:

(i) Capable of providing relevant information to assist teachers with targeting instruction based on student needs

(ii) Capable of measuring foundational literacy skills (phonological awareness, phonemic awareness, phonics, fluency, vocabulary, reading comprehension, spelling, oral language, and the intersection of reading and writing(iii) Capable of identifying students who have a significant reading deficiency including, but not limited to, identifying students with characteristics of dyslexia

(iv) Prescribed parameters on the time required to administer a universal reading screener with the primary objective of such prescription being to minimize impacts on instructional time

(v) Capable of progress monitoring

This RFI incorporates the legislative requirements, assessment criteria, timeline, and procedures for submission. Interested vendors should review and complete the application in its entirety to be considered for inclusion on the SBOE's list of up to five approved universal reading screeners.

HB 538 includes the following relevant definitions:

1. 'Foundational literacy skills' means phonological awareness, phonemic awareness, phonics, fluency, vocabulary, reading comprehension, spelling, oral language, and the intersection of reading and writing.

2. 'Significant reading deficiency' means for students in kindergarten through third grade that such student's score on a universal reading screener is within the range of scores determined by the department to demonstrate a lack of proficiency in foundational literacy skill.

3. 'Universal reading screener' means a uniform tool that screens and monitors a student's progress in foundational literacy skills that is administered to students' multiple times during the school year.

Although it is not the primary focus of the legislation driving this RFI, SB 48 (passed in 2019) is also relevant to this process as it provides for identification of and support for students in kindergarten through grade three with characteristics of dyslexia. SB 48 identifies a qualified dyslexia screening tool as an assessment that measures a student's ability to demonstrate phonological awareness skills, phonemic decoding efficiency skills, sight word reading efficiency skills, rapid automatic naming skills, and accuracy of word reading on grade-level text. It specifies that qualified dyslexia screening tools should address the following components:

1. Phonological awareness and phonemic awareness

2. Sound symbol recognition

3. Alphabet knowledge

4. Decoding skills

5. Encoding skills

6. Rapid naming

This RFI does not constitute a commitment, implied or otherwise, that the Deal Center will take procurement action on this request. This RFI is being used to gather information for the Deal Center to make decisions and does not reimburse the cost incurred in furnishing this information.

Submission Requirements

1. Narrative Submission: Submit a narrative response (2 pages maximum) to include the following:

a. Provide vendor contact information including name, email, and phone number.

b. Provide a brief overview of your company and the screening tool being proposed for approval.

Narrative response should be submitted in a PDF document with the following file name: “RFI UNIVERSAL READING SCREENER NARRATIVE [COMPANY NAME]”

2. Technical Manual: Submit a Technical Manual which provides, at minimum, information about instrument development, scoring, norming process including information regarding the normative sample, and psychometric features of the screener. Alternatively, a link to the technical manual can be provided within the narrative submission above.

3. Screener Evidence Form: Complete the Screener Evidence Form in which vendor responds to questions and provides evidence of required criteria. Download the form to enable editing. The completed form should be submitted in a PDF document with the following file name: “RFI UNIVERSAL READING SCREENER EVIDENCE [COMPANY NAME]”

Vendors must submit the above materials to DC.RFI@gcsu.edu with “RFI Universal Reading Screener Application” in the subject line.

Note: Materials must be submitted on or before 5:00pm October 8, 2024, to be considered. Materials will not be returned.

Questions: All questions related to this RFI should be emailed to DC.RFI@gcsu.edu with “RFI Inquiry Screeners” in the subject line.

· Application questions will be received through September 18, 2024.

· Questions and answers will be listed publicly on the procurement site by September 23, 2024.

RFI Timeline

Evaluation Tool See below for a copy of the tool used to review and evaluate submissions.

Georgia Universal Reading Screener Evaluation Tool Name of Screener:

Click or tap here to enter text.

Name of reviewer:

Click or tap here to enter text.

Date Reviewed:

Click or tap here to enter text.

Required Criteria (Submission must receive a “yes” on all the following criteria to move on to the next evaluation section).

a. Phonological Awareness (K and 1)

b. Phonemic Awareness (K-3)

c. Letter Naming Fluency (Alphabet Knowledge) (K and 1)

d. Sound Symbol Recognition (Phonics) (K and 1)

e. Decoding (Phonics) (K-3)

f. Oral Reading Fluency (ORF) – Rate & Accuracy (1, 2, and 3)

g. Spelling/Encoding (K-3)

h. Vocabulary (K-3)

i. Reading Comprehension (K-3)

j. Oral Language (K-3)

k. Rapid Automatized Naming (RAN) (K-3) Yes No

No

No

No

No

No

No

All items above must receive a yes to move on.

Notes/Comments:

The table below provides guidance for scoring in the following tables.

Unsatisfactory:

Little to no evidence of qualification. Many required elements are missing.

Section 1: Constructs Measured Total points for this section: 65

Unsatisfactory 1 pt.

Poor 2 pts.

Accept-able 3 pts.

Strong 4 pts.

Outstanding 5 pts.

Multiplier

Maximum Points Available (5 x Multiplier)

Points Awarded (0 – 5 x Multiplier)

OR

RAN, if included in the battery as a standalone measure, features:

Timed Administration A set of familiar objects or letters (stimuli) presented serially and pseudorandomized Five or six different token items (stimuli) Requires student to read continuously from left to right, and engage in a “return to sweep” to read on the next line Nationally normed and criterion referenced scoring based on the total naming time

Comments:

Section 2: Technical Adequacy Total points for this section: 20

Unsatisfactory 1 pt.

Poor 2 pts.

Accept-able 3 pts.

Strong 4 pts.

Outstanding 5 pts.

Multiplier

Maximum Points Available (5 x Multiplier)

Points Awarded

Section 3: Administration Total points for this section: 25

Unsatisfactory 1 pt.

Poor 2 pts.

Accept-able 3 pts.

Strong 4 pts.

Outstanding 5 pts.

Multiplier

Maximum Points Available (5 x Multiplier)

Points Awarded

Section 4: Attention to Linguistic Diversity and Cultural Bias Total points for this section: 15

Unsatisfactory 1 pt.

Poor 2 pts.

Accept-able 3 pts.

Strong 4 pts.

Outstanding 5 pts.

Multiplier

Maximum Points Available (5 x Multiplier)

Points Awarded

(x1)

(x1)

Section 5: Usability and Support Total points for this section: 30

Unsatisfactory 1 pt.

Poor 2 pts.

Accept-able 3 pts.

Strong 4 pts.

Outstanding 5 pts.

Multiplier

Maximum Points Available (5 x Multiplier)

Points Awarded